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In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners.

This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities.

Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity.

Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014).

This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.

This study develops a universal game-based blended museum learning service (UGBMLS) to engage museum visitors of different ages and promote their return visits. This study aims to provide a single service with flexible learning content matching the diverse needs and preferences for different ages. The contextual influences are considered to promote participatory experiences and meaningful social interactions. An experiment is conducted herein to understand how visitors of different ages experience the museum's services as well as to address the design issues in aiming to satisfy the different age groups' needs.

A UGBMLS, which includes a real-world adventure game system with flexible learning content and various types of learning support, was provided for different age groups. To investigate how the visitors of different ages evaluate their experiences with the UGBMLS, a mixed-method study was conducted. In total, two questionnaires were employed to examine the visitors' museum experiences and subjective measurements of cognitive load. In addition, observation and group interviews were used to explain the quantitative results.

The results show that the UGBMLS can engage diverse visitors of different ages in museum visits and promote their revisit motivations. However, there are significant differences among different age groups. The design issues in seeking to satisfy the diverse needs of different age groups are noted.

This study provides a feasible and cost-effective approach to support diverse visitors of different ages learning in museums.

This study provides an effective solution for engaging diverse visitors of different ages with a unified service. The results can be used to better understand the needs of different age groups and to effectively improve their museum experiences, thereby boosting their motivation regarding return visits. This study provides a feasible and cost-effective approach to support diverse visitors' learning in museums.

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.

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.

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.

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.

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.

The purpose of this paper is to explore how the principles of universal design can be implemented by faculty and course designers to help give all learners access to equivalent information. It describes how information communication technologies can create barriers to information access, particularly when course content is rich in multimedia, but also how such technologies can be utilized to creates bridges to accessible content through designing for accessibility from the outset.

This paper offers a brief review of current international guidelines and US legislation related to information communication technologies in higher education. It documents the challenge of meeting these best practices and legal mandates, as evidenced by recent legal cases in the USA resulting from inaccessible course content in higher education. Finally, it describes how universal design can enhance accessibility for individuals with visual, hearing, motor, and cognitive impairments and provides concrete suggestions for making content more accessible to all learners, not just those with disabilities.

Given the challenges of creating accessible content that provides equivalent information to all learners, faculty and course designers can implement the principles of Universal Design to enhance the learning environment for all students and ensure they are in compliance with guidelines and regulations. Such compliance is facilitated by emerging standards for accessible content and emerging technologies for making content accessible to all without the need for special accommodations.

This paper focusses on concrete approaches to achieving accessibility in higher education, a matter of increasing concern for moral reasons (it is the right thing to do) and for legal reasons given recent lawsuits.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

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.

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 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.

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.

Federal legislation and increasing support for the full inclusion of all students in precollege education have resulted in higher expectations and increased participation of students with disabilities in academic programs that have prepared them for college studies. As a result, greater numbers of people with disabilities are attending postsecondary academic institutions and participating in distance learning offerings. This article focuses on the role that libraries can play in assuring that all distance learning students and instructors have access to the electronic resources they offer. It can be used to help libraries develop policies, guidelines, and procedures for making their electronic resources accessible to people with disabilities.

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).

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.

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.

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.

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.

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

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.

The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success.

Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes.

Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments.

This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others.

The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes.

No published research exists that connects game design and course design in this fashion.

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.

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

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.

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.