Jessica Phillips and John Muir, instructional designers Maximizing Learning, Creativity, and Innovation for All

CONSIDER…

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Office of Distance Education and eLearning Find an image that represents cognitive bias in society. Assignment directions:

Office of Distance Education and eLearning

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Office of Distance Education and eLearning Paraphrase the following statement. (time limit: 10 seconds) Assignment directions:

The bottob line it thit it doet exitt, no bitter whit nibe teotle give it (i.e. ttecific leirning ditibility, etc). In fict, iccording to Tilly Thiywitz (2003) itt trevilence it ictuilly one in five children, which it twenty tercent.

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Office of Distance Education and eLearning How would you like to learn to operate a coffee maker? Real life:

Office of Distance Education and eLearning Source: Wikimedia

Office of Distance Education and eLearning How would you like to teach someone to operate a coffee maker? Real life:

WHY UDL?

Office of Distance Education and eLearning

Office of Distance Education and eLearning 80%

Office of Distance Education and eLearning 5 DESIGN TRICKS

Plan for differences 1

1. Plan for differences Preparation Outcomes Assessment Activities Media Principles of universal design

1. Plan for differences How might student characteristics affect the design? Preparation Outcomes Assessment Activities Media

Office of Distance Education and eLearning

1. Plan for differences Which course goals, skills, concepts may be an obstacle for students? Preparation Outcomes Assessment Activities Media

Office of Distance Education and eLearning

1. Plan for differences Include those broad(er) questions as explicit checkpoints in your course planning document. Easy implementation:

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Give students options or variety in completion of assessments. 2

2. Options & variety for assessments How can I take into account different preferences, abilities, strengths into assessments? Preparation Outcomes Assessment Activities Media

Office of Distance Education and eLearning Find an image that represents cognitive bias in society. Assignment directions:

Office of Distance Education and eLearning Find an artifact that represents cognitive bias in society. Assignment directions:

2. Options & variety for assessments Leave as much room in assignment instructions as learning objectives allow. Create “modular” rubrics that allow for multiple modes/formats. Easy implementation:

Present information in multiple ways 3

3. Information in multiple ways How can I provide students options for how they are presented with content? Preparation Outcomes Assessment Activities Media

Office of Distance Education and eLearning Students provide their peers with constructive feedback. Outcome:

Office of Distance Education and eLearning Students provide their peers with constructive feedback. Outcome:

Office of Distance Education and eLearning Video Article Podcast Demonstration Practice activity (simulation) Outcome:

3. Information in multiple ways Reuse reuse reuse! Use a workflow that lets you end up with multiple formats (text, audio, video, elearning, etc.) Easy implementation:

ableplayer.github.io/ableplayer/

Office of Distance Education and eLearning http://www.decksetapp.com/

Make key points stand out 4

4. Make key points stand out How can I make sure students can take away key information and see how it fits into the big picture? Preparation Outcomes Assessment Activities Media

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4. Make key points stand out Create a template (LMS webpage or e- learning) for instructional content; build in clear headers, progression, and key points. Easy implementation:

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Give students options and variety for how they interact 5

5. Give options/variety for interactions How can I create opportunities for students to interact in meaningful ways? Preparation Outcomes Assessment Activities Media

PART 1: Share an artifact found in the media that makes a suggestion about how to eat nutritiously. Review the messages shared by your classmates. Select at least three and share your initial thoughts via text, video, audio recording, or other method of your choice on the potential impact of each message (good or bad).

PART 2: Choose a media suggestion shared by a classmate and imagine that one of your patients has come to you with this bit of information and is requesting advice. Individually or with a small group of your classmates, develop a message to be delivered through a method of your choice in response that provides research-based advisement.

5. Give options/variety for interactions When appropriate (by learning objectives), allow students opportunities to work on their own or in groups of a size they choose. (Just like we do in real life.) Vary it, especially in a long course! Easy implementation:

Cover the basics with course content accessibility B O N U

BONUS: Cover accessibility basics What accessibility challenges do the content/media pose? Preparation Outcomes Assessment Activities Media

1.  Plan for differences 2.  Options and variety for assessments 3.  Information in multiple formats 4.  Make key points stand out 5.  Give options and variety for interactions 6.  Cover accessibility basics (Bonus)

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Office of Distance Education and eLearning odee.osu.edu | u.osu.edu/universaldesign | u.osu.edu/distanceeducation phillips.1507@osu.edu | @phillips_1507 muir.25@osu.edu | @johnmuir Thank you

Office of Distance Education and eLearning References & resources •  Burgstahler, S. & Cory, R. (2008). Universal design in Higher Education: From principles to practice. Harvard Education Press: Cambridge, MA. •  CAST (www.cast.org) •  Kerriholferty. (2013, September 18). Accessibility [Video file]. Retrieved from https://youtu.be/MCm1Emtqo_Q •  ODEE site (http://odee.osu.edu/universal-design-and-accessibility) •  OSU Accessible Classroom Technologies ( https://carmenwiki.osu.edu/display/10292/Home) •  Resource Center (http://resourcecenter.odee.osu.edu/accessibility) •  U.osu.edu/universaldesign (http://u.osu.edu/universaldesign/) •  WebAim (www.webaim.org)