This resource is designed to offer suggestions as to how certain core technologies at DMU might be useful in implementing inclusive teaching, learning and assessment practices. The resource is intended as a point of departure for those academic staff who may not be aware of the range of technologies available and where these technologies might interface with the three principles of Universal Design for Learning (UDL). Where available – links to case studies and guides on how to use the technologies are included.
It is important to understand that simply implementing any of the technologies or technology-facilitated approaches listed below does not immediately create an inclusive learning environment and so achieve UDL compliance. It may be that a range of approaches (technological and non-technological) will need to be introduced. Given this, the use of a particular technology-facilitated approach must be considered in terms of the broader pedagogical requirements that are specific to your curriculum – the local the learning objectives and needs of your students – and all through the inclusive lens of UDL.
Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
(National Centre on Universal Design for Learning, http://www.udlcenter.org/aboutudl/whatisudl/3principles)
The following technologies and technology-facilitated approaches can offer ways in which to provide multiple means of engagement.
Click to expand/collapse table
Technology/approach
Inclusive practice facilitated
Case Studies
‘How to’ Guide
Online group work Includes:
Supports students who effectively learn in group settings, who work best in a shared/collaborative/dialogic space
Wiki
A shared space that affords interactive collaboration and shared group work
A space that affords collaborative interaction in real-time without the need to be in a shared physical space – one in which the teacher actively participates
A space that affords collaborative interaction in real-time without the need to be in a shared physical space – one in which only the students actively participate
Social media
Supports students who learn most effectively in social/communal/collaborative spaces. Utilises informal yet familiar spaces for students to engage in learning activities.
Supports students who don’t easily assimilate and comprehend knowledge when presented in a lecture format. Offers a general overview of what the content/context/key themes of the session will be.
Attach text-based files to Blackboard pages
Provides text-based content in an online space which can be individually modifiable
Allows students to ask questions anonymously; which benefits shy students, allowing them to participate.
Deliver anonymised pop quizzes during a session for formative knowledge checking – students use this to self-evaluate their depth of understanding. Supports students who learn independently.
Supports students who benefit from group activity and peer feedback. Effective as a means of formative feedback/self-reflection on practice-based activities. (NOTE: has implications for students who are hearing impaired).
To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by: 1) providing the same information through different modalities (e.g., through vision, hearing, or touch); 2) providing information in a format that will allow for adjustability by the user (e.g., text that can be enlarged, sounds that can be amplified). Such multiple representations not only ensure that information is accessible to learners with particular sensory and perceptual disabilities, but also easier to access and comprehend for many others.
(National Centre on Universal Design for Learning, http://www.udlcenter.org/aboutudl/whatisudl/3principles)
The following technologies and technology-facilitated approaches can offer ways in which to provide multiple means of representation:
Click to expand/collapse table
Technology/approach
Inclusive practice facilitated
Case studies
‘How to’ guide
Make PowerPoint and MS word Files available to students in Blackboard
Provides text-based content in a format that can be modified by students.
Recording an audio and PowerPoint presentation in a classroom and make it available to students in Blackboard
Provides a different representation of a temporally finite learning experience – the live lecture. The recording means that it can be revisited multiple times.(NOTE: has implications for students who are hearing impaired).
Recording an audio and PowerPoint presentation away from the classroom and make it available to students in Blackboard
Can be used to represent key points/concepts/themes, in a shorter and more easily digestible format. (NOTE: has implications for students who are hearing impaired).
Offers an alternative to the representation of practical techniques via text description, or a series of fixed images. (NOTE: has implications for students who are hearing impaired).
It is important to provide alternative modalities for expression, both to level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment. (National Centre on Universal Design for Learning, http://www.udlcenter.org/aboutudl/whatisudl/3principles)
The following technologies and technology-facilitated approaches can offer ways in which to provide multiple means of action and expression.
Click to expand/collapse table
Technology/approach
Inclusive practice facilitated
Case studies
‘How to’ guide
Online tests
An alternative assessment approach that can be particularly effective when used in a formative context, and for student self-evaluation of knowledge.
Digital storytelling [what is this?] [Students express their knowledge through the production of a multimedia object created via their own mobile device.]
Alternative means of expressing knowledge, or reflecting on experience/practice – can be assessed. Connects to students’ familiarity with digital media via their use of personal mobile devices.
[An audio only reflective diary/journal – can be created via their own mobile device. Can be shared with their peers or private between student and instructor]
Alternative means of expressing knowledge, or reflecting on experience/practice – can be assessed.
[A video-based reflective diary/journal – can be created via their own mobile device. Can be shared with their peers or private between student and instructor]
Alternative means of expressing knowledge, or reflecting on experience/practice – can be assessed.
A means of delivering a presentation (can be for assessment) that does not require the student to be present in the same physical space as those being presented to. Benefits students for whom travel to DMU can be problematic.
eJournal
A reflective journal approach that due to its electronic nature allows the student to utilise not just text, but multimedia as forms of expression.
A practice-based portfolio approach that due to its electronic nature allows the student to utilise not just text, but multimedia as forms of evidencing practice.
Affords the opportunity for students to engage in practice-based activities that are not situated in real-world spaces; and have these assessed (most effective as formative assessment). Offers an alternative mechanism for students to express their knowledge as a situated practice/social practice.
Affords the opportunity for students to express knowledge that is formed as a collaborative endeavour as opposed to that which is a purely individual endeavour.
Allows students to anonymously test their knowledge in a large group environment, which reduces the fear that some may feel in expressing themselves in a large group setting.
Provides an alternative approach to the formal essay. Due to the electronic nature of a blog allows the student to utilise not just text, but multimedia as forms of expression.